MECHANISMS FOR DEVELOPING DIGITAL-NEUROPEDAGOGICAL LITERACY OF TEACHING PERSONNEL
DOI:
https://doi.org/10.5281/Keywords:
digital-neuropedagogical literacy, teaching personnel, professional development, cognitive processes, digital competence, reflective practice, neuropedagogy.Abstract
This thesis presents a shortened discussion of the mechanisms through which digital-neuropedagogical literacy of teaching personnel can be systematically developed within continuous professional education. The paper is grounded in the conceptual direction of a research project devoted to the formation of neuropedagogical culture among educators operating in digitally saturated learning environments. The central idea is that digital-neuropedagogical literacy is not a spontaneous by-product of technology use, but a structured competence that must be deliberately cultivated through a combination of theoretical training, guided digital practice, diagnostic feedback and reflective self-monitoring.
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